Sentences with phrase «between academic ability»

You'll have a good balance between academic ability, interpersonal skills, drafting skills, common sense, commercial awareness, confidence, a professional approach to work and a sense of humour.

You'll have a good balance between academic ability, interpersonal skills, drafting skills, common sense, commercial awareness, confidence, professional attitude and a sense of humour.

Not exact matches

To address the issues above, this paper reports on the results of an 18 - year longitudinal study of the relationships between infant feeding practices and later cognitive ability and academic achievement in a birth cohort of > 1000 New Zealand children studied from birth to age 18 years.

The pervasive associations found between breastfeeding and measures of cognitive ability and academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly correlated.

There was no evidence to suggest that the associations between breastfeeding and academic achievement or cognitive ability could be explained further by the inclusion of such confounding factors into the models.

Given the correlations between cognitive ability and academic achievement throughout childhood and into young adulthood, it is evident that if breastfeeding is associated with one of these outcomes, it is likely to be associated with others.

«A market in course prices between universities would increasingly pressure on students to make decisions based on cost rather than academic ability or ambition.

When Harvard University president Lawrence Summers, himself an MIT graduate in economics, suggested at an academic conference that there might be «intrinsic differences in ability» between men and women in math and science, a female MIT professor walked out.

The opposing perspectives on data sharing can clash most fiercely in collaborations between professors and companies, but academics can help avoid disputes by determining up front the details of their ability to write up their results.

In another study, using four data sets with sample sizes in the thousands, a team of researchers led by the University of Minnesota psychologist Paul Sackett investigated the relationship between cognitive ability and both academic and work performance.

The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines.

So, in response to this we pulled together a debate between an eclectic panel of education experts including: chair of the Education Select Committee Neil Carmichael MP; a head teacher who turned her own school's performance and ability to recruit and retain its staff around 180 degrees; an ex-tutor from an FE institution who left teaching due to work load issues; and an academic completing a PhD on the topic of work strain in the sector.

She brings a new twist to the issue of the gap between American minority low - income children and middle - class children; what has engaged her passions and formidable abilities is not the academic gap, though of course she is fully aware of it, but the gap in the ability to participate effectively in the civic life, to influence political choices, the «Civic Empowerment» gap, as she labels it.

Craig Haas, Special Ed and Student Services Coordinator at Edwards Middle School, shares how his team uses expanded learning time to provide relevant academic support to each individual student while breaking down stigmas between children of different abilities.

She also knows that the distance between students and graduation may be explained by a variety of data points often unrelated to their academic ability.

Meier, who founded the Mission Hill School, says that Perrone had an ability to build bridges between academics, educators, and the public.

Our first approach measures the relationship between student outcomes and one teacher's expectation, controlling for the other teacher's expectation as well as the student's home background, academic ability, and past grades.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

Tracking, on the other hand, refers to grouping students between classses, offering academic courses in subjects that reflect differences in students» prior learning or ability.

We find that non-cognitive skills are associated with academic subjective expectations of college success and objective performance in college, even after controlling for cognitive ability and time spent studying, but the relationship between specific non-cognitive skills, academic subjective expectations and academic objective performance varies across disciplines.

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

In a national study of charter schools, researchers noted a strong link between the ability of charter school leaders to «organize a school to be excellent on Day One» and the long - term academic success of the school (Peltason & Raymond, 2013).

«There is a striking reduction in the teacher academic ability gap between schools with more and fewer poor students, so that between 2007 and 2010, it is 27 percent smaller than what it was between 1986 and 1989,» the researchers write.

A 2016 meta - analysis of 78 studies published between 2000 and 2015 found that schools with positive climates narrowed income - based achievement gaps and gaps between students with different academic abilities.60

Studies that investigated the role of classroom discourse and other forms of scaffolding describe how teachers mediate between students» current English abilities and levels of science understanding and the more academic English and science knowledge being targeted (Gibbons, 2003; Parkinson, Jackson, Kirkwood, & Padayachee, 2007; Young & Nguyen, 2002).

Differences in academic achievement between demographic groups are frequently caused by social inequities while differences within the same group indicate different abilities.

Though research demonstrates that parental involvement in education is associated with higher academic achievement in students (Jeynes 2012), the perceived barrier in much of K — 12 education between the importance of academics and the ability for families to adequately supplement this school learning serves to create a split between families and their children's education (Heath et al. 2014).

The opportunity gap, also known as the education achievement gap is the disparity in academic success between groups of students — groups by race, student ability, family income, etc..

The most recent follow - up study reported associations between duration of breastfeeding and childhood cognitive ability and academic achievement extending from 8 to 18 years in a New Zealand cohort of 1000 children.19 This study found that these effects were significant after controlling for measures of social and family history, including maternal age, education, SES, marital status, smoking during pregnancy, family living conditions, and family income, and measures of perinatal factors, including gender, birth weight, child's estimated gestational age, and birth order in the family.

A psychological assessment examines the relationships between your child's behaviors, academic abilities, cognitive functioning, and emotional functioning.

The Informal Social Thinking Dynamic Assessment Protocol is a means of identifying and quantifying in real - time a student's social competencies as well as connecting the dots between a student's social learning abilities and possibly related academic strengths and weaknesses.

There are a number of factors which make managing A1C particularly difficult for teens including: Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance), social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief etc.).

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).

Although the existing findings on the relations between parental behavior, EF and academic ability reported earlier involved multiple time points, the presumed mediator was either measured alongside the predictor (e.g., NICHD Early Child Care Research Network, 2003) or the outcome (Friedman et al., 2014).

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

Another possibility is that child EF may play a mediating role in the associations between different dimensions of parental behavior and children's academic ability (see Figure 1C).

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

Citation: Devine RT, Bignardi G and Hughes C (2016) Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability.

Causal claims about the purported developmental relations between parental behavior, EF and children's early academic ability will be bolstered by intervention and genetically sensitive studies.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.

Alongside these results, Fitzpatrick et al. (2014) found that more traditional measures of EF partially mediated the relation between socio - economic status (SES) and children's academic ability in a sample of children aged between 3 and 5 years of age.

The relationship between executive function abilities, adaptive behavior, and academic achievement in children with externalizing behavior problems

Importantly, for the first time, our findings showed that EF and not general cognitive ability played a specific role in the relation between parental scaffolding, negative parent - child interaction and children's academic ability.

Attempts to understand the sources of individual differences in these foundational abilities have generated a substantial body of developmental research such that extensive data is now available on the relations between early language skills, general intelligence, and rudimentary academic skills (e.g., La Paro and Pianta, 2000; Roth et al., 2015).

EF did not mediate the link between the HLE and academic ability, B = 0.03, SE = 0.02, Z = 1.36, p = 0.17.

At least three different pathways between these distinct aspects of parental behavior and variation in children's early academic ability deserve note.

Future studies on the relations between parental behaviors, children's EF and early academic abilities will benefit from adopting multi-wave longitudinal and training designs as well as a find - grained approach to studying the relative salience of different aspects of parental behavior.

One interpretation of the common associations between parental behavior and both EF and children's academic ability is that the quantity and quality of parental cognitive support and / or the affective quality of parent - child interactions could foster cognitive development in a range of domains (e.g., EF, early literacy and math ability).

Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent - child interactions and children's early academic ability.